Psychopedagogue - Salary and Career
Programmers, evaluators and teaching advisors

Psychopedagogue - Career description, activities, functions and salary

They implement, evaluate, coordinate and plan the development of pedagogical/instructional projects in face-to-face and/or distance learning modalities, applying methodologies and techniques to facilitate the teaching and learning process. They work in academic and/or corporate courses at all levels of education to meet the needs of students, monitoring and evaluating educational processes. They enable collective work, creating and organizing mechanisms for participation in educational programs and projects, facilitating the communication process between the school community and the associations linked to it.

How much does an Psychopedagogue earn

A Psychopedagogue earns between $1.355 and $5.982 per month, with an average monthly salary of $2.678 and a median salary of $2.350 according to an salary survey along with to data of professionals hired and fired by companies in the labor market.

Our research is based on the salaries of 1.064 professionals hired and dismissed by the period from 06/2021 to 05/2022 (last year).

Salary ranges for the Psychopedagogue

Monthly Salary Annual Salary Salary Per Week Hourly Salary
Average wage 2.678 32.142 670 16
1º Quartile 1.355 16.260 339 8
Median Salary 2.350 28.200 588 14
3º Quartile 4.562 54.747 1.141 28
Higher Salary 5.982 71.786 1.496 37

Professional job categories

  • Science and arts professionals
    • teaching professionals
      • other teaching professionals not previously rated
        • programmers, evaluators and teaching advisors

Related Positions:

Main workplaces

Programmers, evaluators and teaching advisors they work in teaching activities in the public and private spheres. They are statutory or registered employees, they work both individually and in an interdisciplinary team, with occasional supervision, indoors and during day and night hours. In some activities they can work under pressure, leading them to a stressful situation.

What does it take to work in the field of Programmers, evaluators and teaching advisors

The exercise of these occupations requires a degree in education or related areas. The full performance of activities occurs after three or four years of professional practice.

Functions and activities of Psychopedagogue

Programmers, evaluators and teaching advisors must:

  • enabling collective work;
  • promoting the continuing education of professionals;
  • promote the continuous training of professionals;
  • elaborate instructional project;
  • promote the continuing training of professionals;
  • develop a pedagogical/instructional project;
  • communicate;
  • viable collective work;
  • coordinate the (re)construction of the pedagogical/instructional project;
  • make collective work viable;
  • develop pedagogical/instructional project;
  • promote the continuing education of professionals;
  • evaluate the development of the pedagogical/instructional project;
  • demonstrate personal skills;
  • comunicar-se;
  • coordinate the (re)construction of the pedagogical/instructional project;
  • implement the execution of the pedagogical/instructional project;
  • enable collective work;

  • Activities

    • manage the learning progression;
    • demonstrate creativity;
    • detect eventual educational problems;
    • respect the autonomy of the educator;
    • encourage mutual respect;
    • respect the educator's authorship;
    • create a favorable working climate;
    • propose allocation of resources (human, financial, material and technological);
    • participate in external evaluations;
    • organize a meeting of students;
    • disclose resolutions;
    • elaborate objectives;
    • analyze the results of the evaluations;
    • validate final product;
    • provide subsidies for reflection on social and political changes , technological and cultural;
    • demonstrate observation skills;
    • stimulate the participation of different subjects;
    • monitor the student's school trajectory;
    • develop self-esteem;
    • identify learning context;
    • advise the teaching work;
    • advise schools in planning and demand for vacancies;
    • provide theoretical subsidies;
    • select theoretical reference;
    • advise schools/institutions;
    • manage time;
    • issue opinions for authorization of private schools;
    • stimulate critical thinking;
    • guide the author on a pedagogical/instructional project;
    • register the production of knowledge about educational practice;
    • promote the exchange of experiences;
    • publish pedagogical experiences;
    • evaluate the implementation of educational projects;
    • issue opinions;
    • deepening the reflection on learning theories;
    • explain the guiding principles of the pedagogical project;
    • historically contextualize the school;
    • elaborate learning recovery projects;
    • define media;
    • participate in the evaluation proposed by the institution;
    • stimulate solidarity;
    • organize meetings, congresses and seminars;
    • planning operationalization actions;
    • promote the establishment of relationships that favor meaning of the teacher, the student, the school institution and the family;
    • deepen reflection on curricula and teaching methodologies;
    • characterize the students' profile;
    • promote courses, workshops and technical guidance at school and between schools;
    • stimulate creativity;
    • mediate conflicts between school and family;
    • interview;
    • manage work resources;
    • identify target audience;
    • express yourself clearly;
    • continuously update;
    • stimulate transparency in the conduct of work;
    • ensure instructional integrity;
    • contribute for decisions to express the collective;
    • routinely visit schools;
    • studying continuously;
    • raise material, human and financial resources;
    • suggest changes in the pedagogical project;
    • raise educational and social needs;
    • select bibliography;
    • guide the production team;
    • valuing the participation of families and students in the pedagogical project;
    • organize meetings with work teams;
    • map content;
    • elaborate guidance texts;
    • mediate information between author and production team;
    • characterize the profile of students;
    • work as a team;
    • analyze the performance of the classes;
    • organizing study groups;
    • self-assessment;
    • trace educational objectives;
    • evaluate the teaching and learning process;
    • create mechanisms for participation/interaction;
    • create usability mechanisms;
    • define teaching strategies;
    • respect diversity;
    • coordinate meetings;
    • articulate the school's action with other institutions;
    • analyze the class and school council meetings;
    • map competencies;
    • structuring pedagogical times;
    • monitor the review process;
    • observe the performance of the classes;
    • establish harmony between learning theories and teaching modalities;
    • report;
    • respect the educator's autonomy;
    • scaling problems;
    • systemize administrative and pedagogical records;
    • orient interdisciplinary activities;
    • disseminate pedagogical experiences;
    • build an evaluation system;
    • scaling problems;
    • study continuously;
    • scaling workload;
    • socialize information;
    • propose solutions for detected educational problems;
    • stimulate a sense of justice;
    • respect otherness;
    • create participation/interaction mechanisms;
    • analyze the execution of the teaching plan and other school regimes;
    • monitor the development of the teaching/author work;
    • stimulate aesthetic values;
    • participate in the creation of the graphic project;
    • participate in forums: academic, political and cultural;
    • develop activities;
    • manage the demand for vacancies;
    • meeting with class councils;
    • compatize workload by activities;
    • interact with parents;
    • define communication approach;
    • define scope;
    • self-evaluate;
    • participate in courses, seminars and congresses;
    • encourage cooperation;
    • coordinate meetings;
    • build assessment instruments;
    • create spaces for the exercise of diversity;
    • monitor the students' production;
    • deepen reflection on learning theories;
    • training continuously;
    • describe activities;
    • training continuously;
    • manage disciplinary conflicts between teachers and students;
    • mastering the portuguese language;
    • evaluate the school institution;
    • perform quality control;
    • participate in the preparation and re-elaboration of school regulations;
    • establish harmony between the country's educational policy and the school's pedagogical project;
    • propose participation/interaction strategies;
    • produce pedagogical support material;
    • elaborate visual script (storyboard);
    • inspect compliance with legislation and the pedagogical project;
    • deepen reflection on theories of learning;
    • demonstrate versatility;
    • identify the guiding principles of the school/institution;
    • promote case studies;
    • research advances in scientific, artistic, philosophical and technological knowledge;
    • evaluate the master plans;
    • deepen reflection on the development of children, youth and adults;
    • form work teams;
    • seek advice to enable the pedagogical/instructional project ;
    • plan operationalization actions;
    • interpret the relationships that enable or prevent the emergence of teaching processes ;
    • stimulate participation in associative institutions;
    • trace execution schedule;
    • intervene in the application of disciplinary measures;
    • observe the work process in classrooms;
    • valuing significant pedagogical experiences;
    • verify the achievement of goals;
    • participate in the elaboration and re-elaboration of school regulations;
    • articulate the joint action of the school with the institutions protection of children and adolescents;
    • evaluate the performance of classes/classes;
    • create and recreate norms of coexistence and collective work procedures;
    • evaluate the processes of cognitive, psychomotor, linguistic and graphoperceptive maturation of child;
    • organize spaces and mechanisms for participation/interaction;
    • planning meetings with work teams;
    • stimulating transparency in the conduct of work;
    • disclose evaluation results;
    • validate revised material;
    • describe the structure of the learning environment;
    • apply disciplinary sanctions in accordance with the school charter;
    • research educational practices;
    • analyze the class and school council meetings;
    • collect different proposals for coordination, supervision and guidance as subsidies;
    • propose accessibility mechanisms;
    • manage conflicts;
    • equalize information;
    • enable the evaluation of the school by the community;
    • trace educational goals;
    • script material;
    • create spaces for participation/interaction;
    • monitor the production team;
    • ensure that the evaluation concept is in line with the principles of the pedagogical project;
    • understand the context;
    • demonstrate proactiveness;
    • propose actions that favor the maturation of the child;
    • looking with pedagogical intention;
    • coordinate learning recovery projects and activities;
    • define evaluation processes;
    • demonstrate flexibility;
    • observe class and school councils;
    • adapt textual and imagery language;
    • evaluate the professional performance of educators;

    Sectors that hire Psychopedagogue the most in the job market

    • activities of associations for the defense of social rights
    • elementary school
    • psychology and psychoanalysis activities
    • physical therapy activities
    • child education - pre-school
    • general public administration
    • child education - day care
    • welfare services without accommodation
    • high school
    • speech therapy activities

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